David W. Nordstokke

The symphonic structure of childhood stress reactivity: patterns of sympathetic, parasympathetic, and adrenocortical responses to psychological challenge.

Despite widespread recognition that the physiological systems underlying stress reactivity are well coordinated at a neurobiological level, surprisingly little empirical attention has been given to delineating precisely how the systems actually interact with one another when confronted with stress. We examined cross-system response proclivities in anticipation of and following standardized laboratory challenges in 664 4- to 14-year-olds from four independent studies. In each study, measures of stress reactivity within both the locus coeruleus-norepinephrine system (i.e., the sympathetic and parasympathetic branches of the autonomic nervous system) and the corticotrophin releasing hormone system (i.e., the hypothalamic-pituitary-adrenal axis) were collected. Latent profile analyses revealed six distinctive patterns that recurred across the samples: moderate reactivity (average cross-system activation; 52%-80% of children across samples), parasympathetic-specific reactivity (2%-36%), anticipatory arousal (4%-9%), multisystem reactivity (7%-14%), hypothalamic-pituitary-adrenal axis specific reactivity (6%-7%), and underarousal (0%-2%). Groups meaningfully differed in socioeconomic status, family adversity, and age. Results highlight the sample-level reliability of childrens neuroendocrine responses to stress and suggest important cross-system regularities that are linked to development and prior experiences and may have implications for subsequent physical and mental morbidity.

PRENATAL ALCOHOL EXPOSURE ALTERS THE COURSE AND SEVERITY OF ADJUVANT-INDUCED ARTHRITIS IN FEMALE RATS

Prenatal alcohol exposure (PAE) has adverse effects on the development of numerous physiological systems, including the hypothalamic-pituitary-adrenal (HPA) axis and the immune system. HPA hyper-responsiveness and impairments in immune competence have been demonstrated. The present study investigated immune function in PAE females utilizing an adjuvant-induced arthritis (AA) model, widely used as a model of human rheumatoid arthritis. Given the effects of PAE on HPA and immune function, and the known interaction between HPA and immune systems in arthritis, we hypothesized that PAE females would have heightened autoimmune responses, resulting in increased severity of arthritis, compared to controls, and that altered HPA activity might play a role in the immune system changes observed. The data demonstrate, for the first time, an adverse effect of PAE on the course and severity of AA in adulthood, indicating an important long-term alteration in functional immune status. Although overall, across prenatal treatments, adjuvant-injected animals gained less weight, and exhibited decreased thymus and increased adrenal weights, and increased basal levels of corticosterone and adrenocorticotropin, PAE females had a more prolonged course of disease and greater severity of inflammation compared to controls. In addition, PAE females exhibited blunted lymphocyte proliferative responses to concanavalin A and a greater increase in basal ACTH levels compared to controls during the induction phase, before any clinical signs of disease were apparent. These data suggest that prenatal alcohol exposure has both direct and indirect effects on inflammatory processes, altering both immune and HPA function, and likely, the normal interactions between these systems.

Assessing Personal Resiliency in Young Adults: The Resiliency Scale for Children and Adolescents

The Resiliency Scales for Children and Adolescents were developed to tap core underlying characteristics of personal resiliency in children and adolescents (RSCA; Prince-Embury, 2007). The theoretical and conceptual model underlying the original RSCA has been comprehensively described in Chap. 3 of this volume along with a summary of reliability and validity evidence accumulated thus far (Prince-Embury, 2012). Briefly, the original RSCA is a 64-item self-report questionnaire in which responses are given on a 5-point Likert rating scale. This chapter discusses the psychometric properties of two more recent versions of the RSCA that have been altered slightly for use with adults. RSCA-A is essentially the same as the RSCA with only two items altered to be more appropriate for adults. The RSCA-A-R includes eight additional items; four items were added to the Adaptability subscale and a four-item Meaning subscale was included. As with the original RSCA, items are divided into three global scales that are labeled Sense of Mastery, Sense of Relatedness, and Emotional Reactivity (Prince-Embury, 2007).

Reading dual language books: Improving early literacy skills in linguistically diverse classrooms

Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60 treatment) with diverse language backgrounds (35% English, 31% Punjabi, 16% Urdu, 18% other languages) from eight kindergarten classes in four suburban Canadian schools. Statistical analyses indicated that children who were read to using dual language books, written in French, Punjabi, and Urdu, demonstrated significantly greater gains in graphophonemic knowledge than children who were read to in English only. This gain occurred specifically in children who spoke the targeted languages at home; children who did not speak the targeted languages were not negatively affected. Findings are discussed in terms of developing metalinguistic awareness and directions for practice and research are discussed.

Relations Among Children's Coping Strategies and Anxiety: The Mediating Role of Coping Efficacy

ABSTRACT The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship.

The Resiliency Scale for Young Adults

The Resiliency Scale for Young Adults (RSYA) is presented as an upward extension of the Resiliency Scales for Children and Adolescents (RSCA). The RSYA is based on the three-factor model of personal resiliency including mastery, relatedness, and emotional reactivity. Several stages of scale development and studies leading to the current RSYA are described that provide construct validity (i.e., internal consistency, confirmatory factor analyses, and convergent–divergent validity) support for the three-factor structure and 10 subscales of this measure for young adults who are attending college. This work is a step in a longer-term project of translating the constructs of personal resiliency for application across the life span.

Teacher mental health, school climate, inclusive education and student learning: A review.

Teachers are in a profession with high demands as they work to meet the diverse learning needs of their students. Consequently, many teachers experience high levels of stress contributing to burnout, and unfortunately, many leave the profession. Teacher mental health may contribute to the resilience of teachers who choose to stay in the profession. Positive school climate also has the potential to contribute to teacher mental health and to provide an optimal environment to support student learning and growth. Knowledge of school climate and factors relating to teacher well-being are critical to allow for interventions to best support teachers and students in school settings. Additionally, there is a growing trend toward inclusive education practices that influences teacher well-being, student outcomes, and parent experiences. The aim of this review paper is to provide an overview of existing literature relating to teacher well-being and school climate factors in relation to student learning. Furthermore, this paper will extend findings from existing literature to provide directions for future research and applied educational practices. Résumé Les enseignants pratiquent un métier fort exigeant où ils doivent répondre aux divers besoins d’apprentissage de leurs élèves. Par conséquent, bon nombre d’enseignants subissent beaucoup de stress, ce qui peut mener à l’épuisement professionnel et faire en sorte qu’un grand nombre d’entre eux décident de renoncer à leur métier. Une bonne santé mentale peut contribuer à la résilience des enseignants qui décident de rester dans la profession. Un climat scolaire sain peut aussi favoriser la santé mentale des enseignants et fournir un environnement optimal qui appuie l’apprentissage et la croissance des élèves. La connaissance du climat scolaire et des facteurs en lien avec le bien-être des enseignants est essentielle à la mise en œuvre d’interventions qui soutiennent le mieux les enseignants et les élèves dans le contexte scolaire. De plus, on observe une tendance croissante aux pratiques inclusives en éducation qui influent sur le bien-être des enseignants, les résultats des élèves, et l’expérience des parents. Le présent article de synthèse vise à fournir un aperçu de la documentation existante sur le bien-être des enseignants et les facteurs du climat scolaire en lien avec l’apprentissage des élèves. De plus, le présent article intégrera les conclusions de la documentation existante afin d’orienter la recherche ultérieure et les pratiques éducatives appliquées.

Test Review: Multidimensional Anxiety Scale for Children by J. S. March

Anxiety disorders are among the most prevalent mental disorders among school-age children and can lead to impaired academic and social functioning (Keeley & Storch, 2009). Unfortunately, anxiety disorders in this population are often undetected (Herzig-Anderson, Colognori, Fox, Stewart, & Warner, 2012). The availability of psychometrically sound measurement tools is critical for the identification and treatment of anxiety in children and adolescents. The present review will examine the utility of the Multidimensional Anxiety Scale for Children–2nd Edition (MASC 2) for school psychologists and related practitioners.

Test Review: Insight Test of Cognitive Abilities by A. L. Beal

Published by the Canadian Test Centre (CTC), Insight represents a group-administered test of cognitive functioning that has been built entirely upon the Cattell–Horn– Carroll (CHC) theoretical framework (Beal, 2011b). Insight is intended to be administered by educators and screen entire classrooms for students who present learning profiles that reflect high intellectual achievement, global cognitive impairment, or the presence of specific learning disabilities (CTC, 2011b). The instrument contains seven subtests that are administered by utilizing the supplied DVDs, which provide unique item sets dependent on grade level, and takes approximately 46 and 89 min to complete (Beal, 2011a). The scoring and reporting of results obtained from Insight are provided by the CTC and no information is available that would allow educators to perform such tasks independently. The CTC does not offer formal training or coursework in the interpretation of Insight that would allow educators the opportunity to accurately comprehend the psychological results (CTC, personal communication, May 22, 2013). Unlike most manufactures of psychoeducational tools, the CTC requires that Insight be purchased by public education systems and is not made available to individuals or organizations who work from outside this sector (CTC, personal communication, May 23, 2013). The Examiner’s Manual briefly outlines an administration protocol to assist educators as they prepare the testing environment and describes the subtests contained within Insight (Beal, 2011a). Although housed within the companion website, the Examiner’s Manual does not contain any information pertaining to the historical background, theoretical construction, psychometric validity, or reliability of this instrument.

Test Review: Test of Language Development–Intermediate by D. D. Hammill and P. L. Newcomer:

Oral language skills are important to consider in school psychology practice, as they are directly tied to many areas of academic functioning. For example, research has demonstrated that oral language skills in early elementary school predict reading comprehension in later grades (Kendeou, van den Broek, White, & Lynch, 2009). With a flourishing of language testing in the past 30 years, a rich variety of assessment tools have been developed for use in language assessment (Bachman, 2000). This rise in the amount of instruments from which professionals can select calls for thorough review of the merits and drawbacks of using certain measures. The present review will examine the utility of the Test of Language Development–Intermediate: 4th Edition (TOLD-I:4) for practitioners, with particular emphasis on its relevance for school psychologists.